Research On The Influence Of College Teachers’ Organizational Commitment On Their Voice Behavior

With the rapid development of higher education in our country,the competition among colleges is extremely intense.College teachers,as the key to enhance the core competitiveness of colleges and universities,shoulder the dual tasks of teaching and scientific research,and their subjective initiative is paid more and more attention by managers at all levels.However,existing investigations have shown that the frequency of extra-role behaviors of college teachers is not ideal,and their tendency to voice behavior is not high,especially that they seldom engage in inhibitory voice behavior,which is not conducive to the long-term development and innovation of the organization.On the one hand,this phenomenon is caused by the neglect of teachers’ voice behavior in management practice in colleges and universities;on the other hand,it is due to the lack of remonstration channels and remonstration atmosphere for teachers in colleges and universities.In the long run,remaining silent will inevitably destroy teachers’ sense of identity to the organization,so that they can only do the work within their responsibilities mechanically in daily work.Therefore,how to stimulate the enthusiasm of college teachers’ voice behavior has become an important topic of current research.As a subjective feeling,organizational commitment reflects individuals’ sense of belonging and dependence on the organization,and provides positive psychological preparation for promoting the enthusiasm of college teachers’ voice behavior.This study explores the interaction mechanism between college teachers’ organizational commitment and voice behavior,and analyzes the roles played by the two variables including overseas study experience and children,so as to put forward reasonable suggestions that are conducive to improving the current situation of college teachers’ voice behavior,enhancing management efficiency and promoting sustainable development of colleges and universities.Through literature analysis,it is found that the concepts of organizational commitment and voice behavior were born in the context of enterprises,and the existing researches are mostly concentrated in the private sector,with little attention paid to the public sector,and few researches focused on universities and colleges.On the basis of previous studies,this study systematically sorted out the two research variables of organizational commitment and voice behavior,including concept,structure and measurement,influencing factors and the mutual relationship between them,laying a foundation for subsequent studies.Then,in order to avoid ambiguity,the meaning of the study variable is concretely positioned.Based on the combination of social exchange theory,self-determination theory and motivation theory,this paper proposes the research hypothesis and constructs the theoretical model.Then,based on the characteristics of college teachers,maturity scales of organizational commitment and voice behavior were selected and distributed online and offline.269 valid questionnaires were finally collected.Then,SPSS26.0 was used for empirical analysis of the collected data,including descriptive statistical analysis,reliability and validity analysis,difference analysis,correlation analysis and regression analysis.The results show that the organizational commitment level of college teachers is above the medium level,the emotional commitment level is higher than the continuous commitment and normative commitment,and the two dimensions of voice behavior are significantly different,and the accelerative voice behavior tendency is significantly higher than inhibitive voice behavior.The reliability and validity of the maturity scale have been verified,which can be applied to college teachers.Demographic variables have significant differences in organizational commitment and inhibitive voice behavior.Organizational commitment and its three subdimensions can positively influence accelerative voice behavior and inhibitive voice behavior.Overseas study experience moderates the relationship between persistent commitment and inhibitive voice behavior and normative commitment and inhibitive voice behavior.Having or not having children has a moderating effect on organizational commitment and voice behavior as a whole,and has a moderating effect on the relationship between affective commitment and accelerative voice behavior as well as between continuous commitment and accelerative voice behavior at the dimension level.According to the empirical analysis results and research conclusions,this paper puts forward some suggestions to enhance the organizational commitment level of college teachers and improve their voice behavior tendency.First,establish a good organizational environment,including creating a positive voice behavior atmosphere and building an open,democratic and harmonious campus culture.Second,improve the teacher development mechanism,guide teachers to establish scientific career planning,establish a comprehensive evaluation index system.Third,establish an effective incentive mechanism,give play to the guarantee role of economic incentives,give play to the promotion role of non-economic incentives.Fourth,create positive study and living conditions,including giving appropriate overseas study opportunities and improving the supporting service system for the children of college teachers.Finally,the shortcomings of this study are summarized,and the future research direction is proposed.Figure[7] table[36] reference[88]...